摘要
本研究主要探讨中学教师对教师教学知识各因素的重要性的认识。利用SPSS13.0和RAMONA统计软件对结果进行统计和分析。研究对象主要是参加2012年国培计划的中学骨干教师。研究结果发现,无论是量表排序、隶属度函数排序,还是重要性指数排序,教师均认为教育实践知识中最重要的是"学科教学法知识",而最不重要的为"一般教学法知识";教学知识可以划分为学科知识和教育知识,学科知识包含:课程知识、内容知识、学科教学法知识;教育知识包含:教育情境知识、学生知识、一般教学法知识、教育目标与价值知识。
This study mainly explores the issue with middle school teachers＇ cognition of the importance of various factors of teaching knowledge. Analysis by using the statistical software of SPSS 13.0 and RAMONA indicates that teachers all hold that the most important educational practical knowledge is that of subject didactic knowledge, while the least important is that of average didactic knowledge. Teaching knowledge may be divided into subject knowledge which includes curriculum, content and subject didactic knowledge, and educational knowledge which includes education situational knowledge, students＇ knowledge, average didactic knowledge, educational goals and value knowledge.
出处
《江苏教育研究》
2014年第3期22-25,共4页
Jiangsu Education Research
基金
贵州省科学技术厅
贵州师范大学联合科技基金资金资助项目"实践取向的职前数学教师培养研究"(项目编号:黔科合J字LKS[2011]52号)成果
关键词
教师教学知识
中学教师
排序
teacher＇s teaching knowledge
middle school teacher
ranking
